Students use an interactive to explore an overview of Ancient Chinese history, with a specific emphasis on the First Emperor and his initiatives. Next, they learn about the Great Wall and its significance at different points in history. Then they make a timeline to represent this history. Finally, students learn about Genghis Khan and analyze his role in history.
Students are introduced to the experience focus on Ancient China, the Great Wall, and Genghis Khan. They conduct a quick online search to find an image of a Mongolian festival (such as the Khovsgol Ice Festival, Gobi Camel Festival, Nauryz Spring Festival, Naadam Festival, or Golden Eagle Festival), upload it to a shared gallery, and label it with the festival name. Then they post responses to a class wall explaining what these celebrations might reveal about Mongolia’s past and the value of maintaining traditions.
Teacher MovesPresent the lesson overview and objectives. Guide students as they share festival images, prompting them to connect visible cultural practices to historical traditions. Facilitate a whole-class discussion of their wall responses, then ask students to generate several questions about the history of the region that includes Mongolia and China to frame the learning ahead.
Students view an image of Qin Shi Huang and use Ancient China to read an introductory paragraph and explore the “Kingdom of Ancient China” and “The First Emperor” sections, including interactive elements. They take structured notes in a two-column organizer comparing information about the kingdom and the First Emperor. Students then answer multiple-choice questions about the unification of China in 221 BCE, evidence that the First Emperor was a tyrant, and how his policies made trade easier.
Teacher MovesDirect students to the specified sections of the interactive and clarify expectations for note-taking in the organizer. Circulate to support students in distinguishing key details about political unification, governance, and economic changes. Review and discuss the multiple-choice items to reinforce accurate understandings of the First Emperor’s actions and, if time allows, invite students to explore additional links in the interactive during or after class.
Students read background text about the Great Wall and how the First Emperor ordered separate walls to be connected into one defensive structure. They watch What Makes the Great Wall of China So Extraordinary to learn about the wall’s construction, purposes, and historical significance. Using information from the video and prior scenes, they create a timeline of the Great Wall that includes key historical details, either directly on a digital canvas or on paper and uploaded. Students then compare their timelines with at least two classmates, discussing which time period they find most interesting and why.
Teacher MovesReview the historical role of the Great Wall and set expectations for including both dates and contextual details on the timelines. Support students as they construct their timelines, prompting them to connect events to broader regional history. Afterward, have students share and compare their work in small groups, and select an interesting or exemplary timeline to highlight in a brief class discussion about how the wall reflects changes over time.
Students read a brief introduction explaining that the Mongolian Empire, led by Genghis Khan, invaded and in many areas conquered China in the thirteenth century. They watch History vs. Genghis Khan to explore multiple perspectives on his legacy. On a shared class wall, students write a paragraph responding to the question posed in the video—whether Genghis Khan was a vicious barbarian or a unifier who paved the way for the modern world—supporting their opinion with evidence from the video. They then read several classmates’ responses and participate in a class discussion or debate about differing interpretations.
Teacher MovesFrame Genghis Khan’s role in regional history and introduce the guiding question about his legacy. Emphasize the need for evidence-based reasoning in students’ written paragraphs and monitor their posts for clarity and support. Facilitate a whole-class discussion or structured debate that surfaces multiple viewpoints, encourages respectful disagreement, and deepens understanding of how historical figures can be interpreted in different ways. Optionally, direct interested students to additional “Dig Deeper” resources connected to the video.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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